ABSTRACT

The support received by novice teachers in their first-year impacts staff retention and overall teaching quality. Thus, a smooth transition into the profession has long-term, positive benefits for novice teachers and their students. However, despite the fundamental importance of early professional development of novice teachers, support is often non-existent or insufficient – due to a lack of research-based evidence to justify funding and guide more efficacious processes for novice teacher induction. This idiographic study describes an ‘internal-external model’, whereby a former teacher is brought back to mentor three novices through their first year and their professional accreditation. Findings are discussed according to mentor qualities (communication, nurturing, non-hierarchical/equal) and mentor practices (independence, supportive executive, collaborative coach and resources/support). The study provides support for the external hybrid mentor model. Internal mentors (i.e. colleagues) often face time constraints, role ambiguity and potential conflicts of interests, all of which external (paid) mentors can overcome.

摘要

新手老师在入学第一年所获得的支持会影响员工的保留率和整体教学质量。因此，平稳过渡到该职业对新手老师及其学生具有长期的积极好处。但是，尽管新手教师的早期职业发展具有根本的重要性，但由于缺乏基于研究的证据来证明资金合理性和指导更有效的新手教师入职流程的支持，因此支持常常不存在或不足。这项特殊的研究描述了一种“内部-外部模型”，通过该模型，一名前任教师在第一年和获得专业认证后就被带回给三个新手。根据指导者的素质（沟通，培养，非等级/平等）和指导者的做法（独立，支持性执行，协作教练和资源/支持）。该研究为外部混合导师模型提供了支持。内部导师（即同事）经常面临时间限制，角色模糊和潜在的利益冲突，而外部（有偿）导师可以克服所有这些问题。